2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2021-7-3-0-3.2486PEDAGOGICS<strong>Sociocultural practice as a tool for raising the cultural level of students</strong><strong>Sociocultural practice as a tool for raising the cultural level of students</strong>GoreevAndrey MirkhatovichGoreevAndrey Mirkhatovichgoreevam@mgpu.ruMoscow City Pedagogical University.20217300

Introduction. The culture of the teacher, including the professional pedagogical culture and other characteristics of the personality, is the guarantee of the effectiveness of his professional activity, as well as the high-quality fulfillment of the state order &minus; the preparation of the younger generation, the future of Russia. The level of cultural development necessary for the teacher is formed during the period of study at the university, where socio-cultural practice is used as a tool for raising the cultural level. The purpose of the work is to summarize the experience of organizing and conducting sociocultural practice, to identify and analyze its contribution to the formation of students&#39; competencies and to their cultural development in general. The material of the work was the course and results of the sociocultural practice with 1st year students of the Moscow City Pedagogical University. The research used the following methods: theoretical &minus; systemic and comparative analysis, analysis of cause-and-effect relationships, analysis of normative, scientific, psychological and pedagogical literature, generalization, comparison, synthesis; empirical &minus; observation, comparison and grouping, conversations, questionnaire-diagnostic and observational methods, methods of expert assessment. As a result of the study, it has been established that the essence of sociocultural practice is the development of social reality, the integration of the individual into the socio-cultural space and its formation as a subject of social life. The content of sociocultural practice is a consistent immersion in the socio-cultural environment, the development of culture, social norms, values with the subsequent transformation of the experience gained into the basis of future social life and professional activity. The characteristics of sociocultural practice are highlighted: consistency, focus on interaction, continuation of socialization, cultural development. It was found that the form of the practice allows you to achieve the set goals, and its mechanism ensures the relationship between educational and extracurricular activities. Conclusion. The study summarizes and analyzes the experience of organizing and conducting socio-cultural practice, reveals the contribution to the formation of the personality of students and to their cultural development in general. Sociocultural practice is an important and necessary tool that allows you to improve the professional and cultural level, to form the necessary competencies in order to adequately fulfill your professional duty to society.

Introduction. The culture of the teacher, including the professional pedagogical culture and other characteristics of the personality, is the guarantee of the effectiveness of his professional activity, as well as the high-quality fulfillment of the state order &minus; the preparation of the younger generation, the future of Russia. The level of cultural development necessary for the teacher is formed during the period of study at the university, where socio-cultural practice is used as a tool for raising the cultural level. The purpose of the work is to summarize the experience of organizing and conducting sociocultural practice, to identify and analyze its contribution to the formation of students&#39; competencies and to their cultural development in general. The material of the work was the course and results of the sociocultural practice with 1st year students of the Moscow City Pedagogical University. The research used the following methods: theoretical &minus; systemic and comparative analysis, analysis of cause-and-effect relationships, analysis of normative, scientific, psychological and pedagogical literature, generalization, comparison, synthesis; empirical &minus; observation, comparison and grouping, conversations, questionnaire-diagnostic and observational methods, methods of expert assessment. As a result of the study, it has been established that the essence of sociocultural practice is the development of social reality, the integration of the individual into the socio-cultural space and its formation as a subject of social life. The content of sociocultural practice is a consistent immersion in the socio-cultural environment, the development of culture, social norms, values with the subsequent transformation of the experience gained into the basis of future social life and professional activity. The characteristics of sociocultural practice are highlighted: consistency, focus on interaction, continuation of socialization, cultural development. It was found that the form of the practice allows you to achieve the set goals, and its mechanism ensures the relationship between educational and extracurricular activities. Conclusion. The study summarizes and analyzes the experience of organizing and conducting socio-cultural practice, reveals the contribution to the formation of the personality of students and to their cultural development in general. Sociocultural practice is an important and necessary tool that allows you to improve the professional and cultural level, to form the necessary competencies in order to adequately fulfill your professional duty to society.

professional culturegeneral cultural competencesintegrationsociocultural practicesubject of projectsprofessional culturegeneral cultural competencesintegrationsociocultural practicesubject of projectsСписок литературыBruner, Dzh. (2006), Kul&#39;tura obrazovanija [Culture of education], Prosveshhenie, Moscow, Russia.Veresov, N. and Mel&#39;nikov, A. (2005), Obrazovaniye i kul&#39;tura: nereal&#39;nyye tseli i real&#39;nyye tsennosti [Education and culture: unrealistic goals and real values], RIK, Akademicheskiy proyekt, Moscow, Russia.Goreev, A.M. (2021), Model&#39; organizacii sociokul&#39;turnoj praktiki pri realizacii programm vysshego obrazovanija [The model of organizing sociocultural practice in the implementation of higher education programs], Knigodel, Moscow, Russia.Daniljuk, A.Ja. (2000), Teorija integracii obrazovanija [Education integration theory], Rostov Pedagogical University Publishing House, Rostov-on-Don, Russia.Zapesotsky, A.S. (2002), Obrazovanie: filosofija, kul&#39;turologija, politika. [Education: philosophy, cultural studies, politics], Nauka, Moscow, Russia.Isaev, I.F. (2002), Professional&#39;no-pedagogicheskaja kul&#39;tura prepodavatelja: Uchebnoe posobie dlja stud. vyssh. ucheb. zavedenij [Professional and pedagogical culture of the teacher], Akademija, Moscow, Russia.Knabe, G. (2006), Izbrannyye trudy: Teoriya i istoriya kul&#39;tury [Theory and History of Culture], Letniy sad, Moscow, Russia.Krylova, N.B. (2010), Obshhaja i prikladnaja kul&#39;turologija v reshenii aktual&#39;nyh zadach organizatsii i razvitija obrazovanija [General and applied cultural studies in solving urgent problems of the organization and development of education], Smysl, Moscow, Russia.Mitina, L.M. (2014), Psikhologija lichnostno-professional&#39;nogo razvitija sub&rsquo;ektov obrazovanija [Psychology of personal and professional development of subjects of education], Nestor-Istorija, Moscow, St. Petersburg, Russia.Nikolina, V.V. and Fefelova, O.E. (2016), Sotsiokul&#39;turnaja praktika v sovremennom obrazovanii [Sociocultural practice in modern education], Sovremennye problemy nauki i obrazovanija, 4, available at: https://science-education.ru/ru/article/view?id=24915 (Accessed 13 August 2021).Piskunova, E.V. (2005), Sotsiokul&#39;turnaja obuslovlennost&#39; izmenenij professional&#39;no-pedagogicheskoj dejatel&#39;nosti uchitelja [Socio-cultural conditionality of changes in the professional and pedagogical activity of a teacher], Izdatel&#39;stvo RGPU im. A.I. Gertsena, Sankt-Peterburg, Russia.Rodermel&#39;, T.A. (2012), Fenomen kompetentnosti v sovremennom obrazovanii: sotsiokul&#39;turnyj aspekt [The phenomenon of competence in modern education: socio-cultural aspect], TML-Press, Tomsk, Russia.Slastenin, V.A. and other (2002), Pedagogika [Pedagogy], in Slastenin, V.A (ed.), Academy, Moscow, Russia.Sorokin, A.A., Kalabuhova, G.V., Polovnikova, A.V., Shapoval, V.V., Goreev, A.V. and Niderman; I.A. (2021), Sotsial&#39;no-gumanitarnoe obrazovanie i modeli organizatsii sotsiokul&#39;turnoj praktiki studentov [Social and humanitarian education and models of organizing the sociocultural practice of students], in Rjabov, V.V. (ed.), Knigodel, Moscow, Russia.Trojanskaja, S.L (2007), Muzejnaja pedagogika i ee obrazovatel&#39;nye vozmozhnosti v razvitii obshhekul&#39;turnoj kompetentnosti [Museum pedagogy and its educational opportunities in the development of general cultural competence], Association &ldquo;Scientific book&rdquo;, Izhevsk, Russia.Benedict, R.F. (1959), Patterns of culture. Houghton Mifflin, Boston, USA.Bruner, J. (1971), The relevance of education. Norton, New York, USA.Bruner, J. (1985), Narrative and paradigmatic modes of thought // Learning and teaching the ways of knowing: 84 yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press, 97-115. (In USA).